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Images of successful listening

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    Images of successful listening Images of successful listening Presentation Transcript

    • Images of successful listening By Inga Jelkinien ė Kaunas, 2010
    • Content
      • Listening in general
      • Problems for students
      • The importance of pre- listening
      • While listening activities
      • Follow-up tasks
      • Other sources of listening
      • Sample activities
      • The results of a survey in our faculty
    • Listening is like jogging
    • Remind to take small steps at the beginning and increase difficulty
    • Summary of J. Scrivener’s ideas on teaching and learning listening
      • effort put into listening and searching for an answer is crucial
      • process vs. product
      • listening to a piece more than once
      • the importance of task based approach
      • success-oriented t asks
    • Listening Tough to teach and learn Practice often Frustrating for students No rules A receptive skill Practice for short periods
    • Problems for students
      • Unfamiliar context .
      • Unknown vocabulary.
      • Lack of time to process information, lack of concentration and anxiety about longer texts.
      • Too fast . Can’t distinguish separate words.
      • Can’t follow the rhythm . Not able to recognise sense groups, inferred message, mood or intonation.
      • Difficult accents .
      • Background noises .
    • The importance of pre-listening
      • p repare students for listening
      • facilitate the listening process
      • accelerate the acquiring of the skill
      • help to to concentrate on listening if you have little interest in a topic or situation
    • T ypes of pre-listening tasks
      • Setting the context
      • Generating interest
      • Acquiring knowledge
      • Activating vocabulary / language
      • Predicting content
      • Checking / understanding the listening tasks
    • Pre- listening tasks in detail
      • Context
      • Activating vocabulary
      • Activating the knowledge
      • Interest
      • Who the speakers are? Where is the place?
      • Introduce unknown words, some activities
      • Help the unknown with spider graphs or brainstorm
      • Visuals
      • A story from teacher’s experience
    • Visuals in detail
      • People remember more if their experience is multi-sensory
      • More learning styles can benefit
    • The usage of visuals aimed at more learning styles for instance Fleming ’s VAK (VARK) model 50-85% for visual learners
    • It is also claimed that audio visuals account for 2o-30 %
    • Visuals in detail
      • Pictures
      • Posters
      • Objects
      • Flashcards
      • Drawings on the board
    • Visuals in detail
      • Maps
    • Visuals in detail
      • Line graphs
      • Bar charts
      • Pie charts
      • Numbers
    • and power point presentations
    • Activating current knowledge
      • what do you know about…?
      • h ave the students brainstorm vocabulary related to the article's topic with spider graphs
      • true or false statements about any topic.
    • Activating vocabulary
      • It is important to activate vocabulary by:
      • M atching words to definitions
      • Synonym matching
      • Fill-in-the-blank
      • Vocabulary speculation
      • Vocabulary selection/sort
    • While listening activities
      • … done during or immediately after the time they are listening
      • allow them to read through it before listening ;
      • k eep writing to a minimum during listening ;
      • from global to details;
      • u se questions to focus students' attention ;
      • u se predicting to encourage students ;
      • g ive immediate feedback whenever possible .
    • Follow-up tasks
      • Give meaning to the whole listening
      • Students use new knowledge or vocabulary in a less controlled way . Examples:
      • Role Play
      • Discussion : “ Have you ever experienced such a situation? ”
      • Debate: "Do you agree/disagree?"
    • Feedback and Correction
      • T he warm up and the feedback and correction stages are the bookends of an effective lesson !
      • The following can be covered:
      • Correction
      • Review
      • Feedback and Motivation
    • Are there any other sources for listening?
    • Other ways to encourage listening Podcasts
      • Podcasts help with the most up-to- date listening:
      • released episodically
      • can be downloaded easily for free
      • can be transferred into a portable device
    • Interesting and useful material online 6 Minute English Learn and practise useful English language for everyday situations with the BBC. Your weekly instruction manual for saying or doing something in English is published every Friday. Each programme is six minutes long and contains examples and explanations to help you improve your knowledge of the English language across a wide range of topics. Updated: weekly Subscribe to this podcast and automatically receive the latest episodes. http://www.bbc.co.uk/podcasts/series/6min
    • The example of a podcast
      • Media Blackout: 5 November 2010
      • Fri, 5 Nov 10
      • Duration: 7 mins
      • Dan and Alice talk about an experiment at Bournemouth University in England to see how students react if they don't use any media for 24 hours. The people who volunteered were asked to unplug their media devices, such as laptops, phones and TVs for a full day.
      • Download 3MB (right click and save target as)
    • Other ways to encourage listening Videos
      • beneficial
      • communicate cultural and 'non verbal' aspects
      • Activities:
      • turning of f sound and asking students to create the dialogue from a scene
      • getting one part of the class to watch and describe to the others then exchange
      • use a freeze frame technique – for prediction
    • Other ways to encourage listening Songs
      • English songs can be used for a wide variety of ESL learning and teaching activities :
      • Great for teaching listening ( fill in the blanks etc.)
      • Start a discussion
      • Teach grammar
      • Compare accents
      • Teach new vocabulary
    • Sample activities for attentive listening
      • Listening to a personal teacher’s story with visuals- pictures or slides
      • Listening to a story – students ask questions to the story
      • Chain Gang Stories - One student begins with any portion of a sentence, or full sentence. The next student repeats the prior sentence and adds to it
      • Dual dictation
      • L isten for lies
    • Sample listening activity- what can a teacher make of it?
      • An example how a teacher can employ various pre-listening and post listening activities
      • Advertising Adventure ;
      • T opic: health/appearance ,
      • L evel: pre- i nteremediate
    • Advertising Adventure – Pre-Listening
      • Show v isuals : p hotos of healthy-looking people ; b efore-and-after photos. Before-and-after photos showing a hippopotamus and a spider. Photos of people doing exercise.
    • Advertising Adventure – Pre-Listening
      • A teacher could ask questions while showing pictures:
      • Have you seen photos of before and after? How do you feel about them? Do you believe all of the adds like that? What adjectives can we use for a hippo or a spider? Which way to loose weight is more effective and longer lasting ?
    • Advertising Adventure – Pre-Listening
      • Adjectives can be presented in a spidergraph- brainstormed together with the students:
      • Read over the ideas for adverts for a slimming product. Which one do you think is the best? Why? Which one is the most ridiculous?
      • Be healthier and more confident with
      •   with Adios slimming!!!
      • Why are you still overweight?
      Advertising Adventure – Pre-Listening                                                                         Fat to Fit with PHEN 35 Get thin this summer
    • Advertising Adventure While- listening
      • Listening I
      • You are going to listen to two people discussing adverts for a slimming product Slimmer You . Listen once and answer this question: Which idea do they mention?
      • L istening II
      • Complete the sentences/questions with the words from listening . Then, listen again to check your answers.
      • 1. …the diet drink that comes in fabulous flavours.
      • 2. Market research shows that customers like photos of …
      • 3. So, is that why your “before”........... is of a hippopotamus?
      • 4. Look, Brian, you cannot use a photograph of a .......
      • 5. Well, it’s a South American giant bird-eating ...... to be precise.
      • 6. If we did that, we’d get thousands of .........
    • Advertising Adventure Follow- up
      • Discussion
      • Have you seen any slimming ads recently? What images did they use?
      • What’s the funniest ad you’ve ever seen? Why was it funny?
      • If you had to create an ad for a slimming product, what images would it have?
    • A short survey on listening
    • Basic level students are positive about listening
    • Basic level students usually read questions
    • They are going to practice mostly in class and at home
    • The teacher may ask a question after the first listening
    • Teachers usually do not use visuals
    • Basic level students would like them to be used
    • It is easier for them to watch videos and to listen
    • The results of a short survey in our faculty
      • A survey among basic and the second level students. There are some general trends obvious :
      • BASIC LEVEL:
      • The teacher most likely will repeat the item for students;
      • Ss like listening and especially when they are good at it ;
      • Ss improve their listening skills after listening in class/at home and on the Internet- never in a car ;
      • t eachers usually ask questions after the first listening and only sometimes give feedback ; sometimes use visuals
      • t hey watch videos and they like listening while watching them.
      • fill- ins and questions are the most difficult tasks for them
    • The results of a short survey in our faculty
      • THE SECOND LEVEL:
      • No great differences could be noticed between basic and second level.
      • a few more people do n ot like listening tasks ;
      • fewer people will rely on the Internet for further practice
      • easier to listen and write at the same time
      • teachers do not often use visuals
      • t hey less often watch videos
      • filling - in exerc i ses seem to be the most difficult for them .
    • To sum up
      • creating an environment, which encourages listening;
      • positive interaction, actively listening to all students and responding in an open and appropriate manner;
      • various possibilities to listen .
    • Any questions?